Northern Ireland

Skills available for Northern Ireland primary 4 English curriculum

Objectives are in black and IXL English skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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The Northern Ireland Curriculum: Key Stage 1, Primary 4 The Northern Ireland Curriculum: Key Stage 1, Primary 4

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Print curriculum

Reading

Participate in modelled, shared, paired and guided reading activities
Read, and be read to from a wide selection of poetry and prose
Read with some independence for enjoyment and information
Read, explore, understand and make use of a range of traditional and digital texts
- Analyse stories (3-P.2)
- Read and understand informational passages (3-U.1)
Retell, re-read and act out a range of texts, representing ideas through drama, pictures, diagrams and ICT, for example, recreate characters or events in activities such as drama
- Order events in a story (3-O.1)
- Use actions and dialogue to understand characters (3-P.1)
Begin to locate, select and use texts for specific purposes
- Choose the text that matches the writer's purpose (3-Y.1)
Research and manage information relevant to specific purposes, using traditional and digital sources, and present their findings in a variety of ways
Use a range of comprehension skills, both oral and written, to interpret and discuss texts
Explore and begin to understand how texts are structured in a range of genres, for example, represent a sequence of events from a story
Explore and interpret a range of visual texts
- Compare mythological illustrations (4-O.1)
Express opinions and give reasons based on what they have read
- Complete the fact and opinion sentences (3-Z.1)
- Complete the opinion passage with a reason (3-Z.3)
Begin to use evidence from text to support their views, for example, predicting, inferring and deducing
Read and share their own books of stories and poems including the use of digital resources
Build up a sight vocabulary
- Choose the sight word that you hear (3-N.1)
- Complete the sentence with the correct sight word (3-N.2)
Use a range of strategies to identify unfamiliar words
Talk with the teacher about ways in which language is written down, identifying phrases, words, patterns or letters and other features of written language
Recognise and notice how words are constructed and spelt

Writing

Participate in modelled, shared, guided and independent writing, including composing on-screen
Understand and use a range of vocabulary by investigating and experimenting with language, for example, word games, riddles and rhymes
Talk about and plan what they are going to write
Begin to check their work in relation to specific criteria
Write without prompting, making their own decisions about form and content
Write for a variety of purposes and audiences
- Choose the text that matches the writer's purpose (3-Y.1)
Express thoughts, feelings and opinions in imaginative and factual writing
Organise, structure and present ideas and information using traditional and digital means
Understand some of the differences between spoken and written language
Use a variety of skills to spell words in their writing, for example, apply spelling rules such as 'i' before 'e', recognise and use simple spelling patterns such as 'light'
Spell correctly a range of familiar, important and regularly occurring words, for example, look, come, after
- Spell the sight word (3-N.3)
Develop increasing competence in the use of grammar and punctuation, for example, use full stops, question marks and commas in their writing
Use a legible style of handwriting, for example, begin to join letters

Northern Ireland

Showing alignments for:

Actions

Reading

Participate in modelled, shared, paired and guided reading activities

Read, and be read to from a wide selection of poetry and prose

Read with some independence for enjoyment and information

Read, explore, understand and make use of a range of traditional and digital texts

Retell, re-read and act out a range of texts, representing ideas through drama, pictures, diagrams and ICT, for example, recreate characters or events in activities such as drama

Begin to locate, select and use texts for specific purposes

Research and manage information relevant to specific purposes, using traditional and digital sources, and present their findings in a variety of ways

Use a range of comprehension skills, both oral and written, to interpret and discuss texts

Explore and begin to understand how texts are structured in a range of genres, for example, represent a sequence of events from a story

Explore and interpret a range of visual texts

Express opinions and give reasons based on what they have read

Begin to use evidence from text to support their views, for example, predicting, inferring and deducing

Read and share their own books of stories and poems including the use of digital resources

Build up a sight vocabulary

Use a range of strategies to identify unfamiliar words

Talk with the teacher about ways in which language is written down, identifying phrases, words, patterns or letters and other features of written language

Recognise and notice how words are constructed and spelt

Writing

Participate in modelled, shared, guided and independent writing, including composing on-screen

Understand and use a range of vocabulary by investigating and experimenting with language, for example, word games, riddles and rhymes

Talk about and plan what they are going to write

Begin to check their work in relation to specific criteria

Write without prompting, making their own decisions about form and content

Write for a variety of purposes and audiences

Express thoughts, feelings and opinions in imaginative and factual writing

Organise, structure and present ideas and information using traditional and digital means

Understand some of the differences between spoken and written language

Use a variety of skills to spell words in their writing, for example, apply spelling rules such as 'i' before 'e', recognise and use simple spelling patterns such as 'light'

Spell correctly a range of familiar, important and regularly occurring words, for example, look, come, after

Develop increasing competence in the use of grammar and punctuation, for example, use full stops, question marks and commas in their writing

Use a legible style of handwriting, for example, begin to join letters